Thursday, 25 June 2015
Dry the River - No Rest
Before watching the music video to the song No Rest by Dry the River we got into groups in the class and came up with some ideas for a music video to match the song. In my group we came up with this:
Setting - African desert
Have a black man walking through the desert and changing camera shots to show a woman he is walking towards this woman but then he gets closer and closer and she fades away as he is halluscinating because he is in the desert alone with no food or water so he cannot rest until he finds someone to help him.
Radiohead street spirit
In class we watched the Radiohead - street spirit music video to analyse the features of it and to identify the band image, star image and to see how the video fit with the genre of the song. We looked at the lyrics of the song to see how they fit with the video and we looked at the conventions of the video. As a class we came up with a few words to summarise the video:
- random
- strange
- mesmerising
- slow motion
- slow paced
- soporific
- psychedelic
- invigorating
Monday, 22 June 2015
What music means to me
I was asked to pick 3 songs from throughout my life, one from when i was little, another from when i started high school and one that i like now.
A song from my childhood-
Charlotte Church's 'Crazy Chick' was the song i chose as my childhood song.
A song from when i started high school-
Cheryl Cole's 'Fight for this love' was the song i chose as my start of high school song.
A song that i listen to now-
Disclosure's 'White noise' is the song i chose that i listen to now.
It is clear that my music taste has changed over the years but i have always enjoyed listening to all types of music and my taste can vary sometimes but by listening to more different types of music it helps me understand what they are about and the meanings behind them and i take a lot more notice of the lyrics and what actually happens in the music video so i can relate to it more.
A song from my childhood-
Charlotte Church's 'Crazy Chick' was the song i chose as my childhood song.
A song from when i started high school-
Cheryl Cole's 'Fight for this love' was the song i chose as my start of high school song.
A song that i listen to now-
Disclosure's 'White noise' is the song i chose that i listen to now.
It is clear that my music taste has changed over the years but i have always enjoyed listening to all types of music and my taste can vary sometimes but by listening to more different types of music it helps me understand what they are about and the meanings behind them and i take a lot more notice of the lyrics and what actually happens in the music video so i can relate to it more.
Friday, 19 June 2015
Applied theory to video 3
In this music video there is a slight relationship with the video and lyrics and also including narrative in the beginning because the two main artists break down on their way to the globally know music festival 'Coachella' and they see a bus heading that way so they get on it having '5 more hours' to go. When the two men get on the bus it is immediately focusing on the 'male gaze' as it is full of women in festival clothing and bikinis. The star image is shown in this video as the two men are in the centre of all the girls dancing around them showing they are the stars.
Thursday, 18 June 2015
Applied theory to video 2
In this music video i dont think there is a real relationship with the lyrics and the video. There are thought beats throughout the video and they are fast paced and we can identify the singer through the star image again as she is always centre of the shot or in the shot alone. This particular music video has voyerism throughout (especially the male gaze) as the video has women in it and no sign of any male character at any part.
Applied theory to video 1
Taylor Swift - Blank Space
This is about how everyone assumes things about her, like Shake it Off. They say she uses boys, has 'stolen kisses and pretty lies 'only to make him think that 'your the King baby I'm your Queen.' If you watch the music video it shows you this cycle - she meets the guy, could show him 'incredible things' they fall in love, but he is cheating and they fight repeatedly and Taylor gets her revenge - then another guy comes and the cycle supposedly repeats.
The thought beats in the song are key at the beginning when introducing the male character and it also shows the pace of the music as a clue to the genre before the music begins. There are many close ups of Taylor Swift throughout the video and there are some of the male character too but to create the star image, Taylor Swift has many more.
When she is angry in the music video the pace of editing increases to convey the heated and angry situation and at the beginning it is slower paces as she is calm and happy.
This is about how everyone assumes things about her, like Shake it Off. They say she uses boys, has 'stolen kisses and pretty lies 'only to make him think that 'your the King baby I'm your Queen.' If you watch the music video it shows you this cycle - she meets the guy, could show him 'incredible things' they fall in love, but he is cheating and they fight repeatedly and Taylor gets her revenge - then another guy comes and the cycle supposedly repeats.
The thought beats in the song are key at the beginning when introducing the male character and it also shows the pace of the music as a clue to the genre before the music begins. There are many close ups of Taylor Swift throughout the video and there are some of the male character too but to create the star image, Taylor Swift has many more.
When she is angry in the music video the pace of editing increases to convey the heated and angry situation and at the beginning it is slower paces as she is calm and happy.
Monday, 15 June 2015
Carol Vernallis Theory
The four key concepts:
- Narrative
- Editing
- Camera Movement and Framing
- Digesis
1) Narrative:
- The video is a visual response to the music
- There is not necessarily a balance between narrative and performance
- The narrative may be a partial, fragmented narrative
- The video may pose questions that it will not answer
- May be a running montage theme
2) Editing:
- Editing will match the musical phrase or the beat
- The video may break many of the 'rules' of continuity editing
- E.g. You may see - jump cuts, breaks of 180 degree rule and extreme jumps in time and space
- E.g You may not see - smooth transitions, match on action and an even pace throughout
3) Camera Movement and Framing:
- When it comes to shot types, extremes are very common
- The style of framing and movement are usually a continuing theme that is distinctive to that video/genre
- The master shot and close up shots are used frequently
4) Digesis:
- The digesis may be revealed slowly
- Characters may move to the music, E.g. dance sequences
- Some frames may be more important than others
- There may be gaps in the audience's understanding of the digesis - in time, space, performance and narrative.
- Narrative
- Editing
- Camera Movement and Framing
- Digesis
1) Narrative:
- The video is a visual response to the music
- There is not necessarily a balance between narrative and performance
- The narrative may be a partial, fragmented narrative
- The video may pose questions that it will not answer
- May be a running montage theme
2) Editing:
- Editing will match the musical phrase or the beat
- The video may break many of the 'rules' of continuity editing
- E.g. You may see - jump cuts, breaks of 180 degree rule and extreme jumps in time and space
- E.g You may not see - smooth transitions, match on action and an even pace throughout
3) Camera Movement and Framing:
- When it comes to shot types, extremes are very common
- The style of framing and movement are usually a continuing theme that is distinctive to that video/genre
- The master shot and close up shots are used frequently
4) Digesis:
- The digesis may be revealed slowly
- Characters may move to the music, E.g. dance sequences
- Some frames may be more important than others
- There may be gaps in the audience's understanding of the digesis - in time, space, performance and narrative.
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